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   July 17, 2008 • Family Meals Focus #28 • Counseling with the Satter Eating Competence Model (ecSatter) 

July 17, 2008
Family Meals Focus #28
Interpreting the news and research about feeding and eating

Here is a question that was raised at a recent workshop:

How do I incorporate the eating competence philosophy into a counseling session? I find that many clients want ''specific'' diets with ''specific'' foods, and I try to educate on ''healthier'' choices, but also encourage them to find comfort with eating and make eating a healthy experience. It seems to get lost in translation, as I find many people are ''all'' or ''nothing'' and ''black'' and ''white,'' especially when it comes to attention to food. With all the diets and media images, etc, I find the population wants a bullet answer (e.g., this is good for you, this is bad for you, eat this, don't eat that). As we know, that thought process never works anyway, but it is hard to steer the mind into a new direction.

Answer: We have taught the public to think of nutrition education as giving guidelines for eating specific foods in specific quantities. Studies show that people expect such dietary prescriptions, that they are inconsistent in following them, and that their inconsistency makes them feel conflicted and anxious about eating.¹

To avoid getting caught in that prescriptive mind-set, I find that at first I must actively avoid discussions about food selection, including ''educating on 'healthier' choices.'' Instead, I lead by considering realistic and sustainable ways of getting fed.

To have such discussions, join with individuals right where there are, endorse their foodways, and think strategy, not food selection. First, ask permission: ''Do you want help with food management?'' Take no for an answer. But if the answer is yes, ask questions. ''How do you see to it that you get fed?'' addresses eating management overall and emphasizes the bottom line of eating competence: being reliable about eating. Build on the answers: ''Are you comfortable with grazing for food?'' If there is an opening, make achievable recommendations: ''Work toward dependable mealtimes by eating what you do now, but plan to eat at predictable times.'' Approve of foods they like, prepared the way they like them, and amplify: ''Would you like to know why that meal is nutritious?''

Emphasize providing and enjoying rather than depriving and avoiding. Along the way, teach food composition and meal-planning principles. ''To be satisfying and sustaining, a meal must contain protein, fat and carbohydrate.'' Address nutritional over-zealousness: ''That meal is nutritious, but is it enjoyable? For you to keep up the every-day routine of providing meals, the food has to taste good to you.'' Understand eating behavior, and solve problems: ''Don’t force yourself to snack to get the food you like. Include high-fat, high-sugar food at your meals and at sit-down snacks.'' Tweak meal-planning by adding on, not taking away and by encouraging only one or two changes.

While you may fear that such lavish permission-giving will lead to nutritional anarchy, in practice the opposite occurs. Once people get the idea that it is appropriate and desirable to take pleasure and security from regular access to enjoyable food, they are positioned to learn and grow. You are in a position of authority, and your comfort with your clients’ foodways will increase their comfort, as well. Your regard and strategic assistance will help set them free to be creative and resourceful in finding their own solutions.

For more about understanding and achieving eating competence, see Ellyn Satter’s Secrets of Feeding a Healthy Family: How to Eat, How to Raise Good Eaters, How to Cook.

References

1. Satter EM; Appendix C, What Surveys Say about our Eating. Secrets of Feeding a Healthy Family: How to Eat, How to Raise Good Eaters, How to Cook. Madison, WI: Kelcy Press ; 2008.

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